David Buschhüter
Biographic Data
| ID | 9512597 |
|---|---|
| NAME | David Buschhüter |
| GIVEN NAMES | David |
| FAMILY NAME | Buschhüter |
| SIGNATURE | BUSCHHÜTER D |
| AFFILIATIONS | University of Potsdam |
| ORCID | 0000-0002-7622-7549 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
How authenticity impacts validity
Based on a literature review of studies on teachers’ professional competence and related assessment tools, this paper introduces a model of teacher education assessment. It is influenced by Miller’s (1990) framework of assessment in medical education and includes, among other aspects, performance assessments. This model is used to understand the potential effects of transferring assessment tools into a digital format with assessment feedback. Fiv…
Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience
The process of reflection is assumed to be important for developing professional knowledge through practical experience in science teaching. However, this claim requires more evidence, based on a clear definition of reflection. The main goal of the present study is to explore how reflection skills influence the development of professional knowledge gained through teaching experience. Before and after a five-month field experience, we have measure…
Professional knowledge affects action‐related skills
Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However, the evidence for this claim is ambiguous at best. This study applied a cross‐lagged panel design to examine the relationship between professional knowledge and actions in one particular ins…
No prominent works on this page.
Professional knowledge affects action‐related skills
Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However, the evidence for this claim is ambiguous at best. This study applied a cross‐lagged panel design to examine the relationship between professional knowledge and actions in one particular ins…
Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience
The process of reflection is assumed to be important for developing professional knowledge through practical experience in science teaching. However, this claim requires more evidence, based on a clear definition of reflection. The main goal of the present study is to explore how reflection skills influence the development of professional knowledge gained through teaching experience. Before and after a five-month field experience, we have measure…
How authenticity impacts validity
Based on a literature review of studies on teachers’ professional competence and related assessment tools, this paper introduces a model of teacher education assessment. It is influenced by Miller’s (1990) framework of assessment in medical education and includes, among other aspects, performance assessments. This model is used to understand the potential effects of transferring assessment tools into a digital format with assessment feedback. Fiv…
Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Computer Science (2 works) · Professional development (2 works) · Science education (2 works) · Action (physics) (1 works) · Authentic assessment (1 works) · Biology (1 works) · Bridge (graph theory) (1 works)